Course Syllabus - Alumni - University of Oklahoma

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Course Syllabus - Alumni - University of Oklahoma

The University of Oklahoma

College of Continuing Education

Advanced Programs – Course Syllabus

Course Title:

Women in Organizational Leadership

Course Number:

HR 5970-426

Course Description:

This course is designed to provide students who have a general interest in leadership with ideas,

information, and insights that pertain to women and leadership in particular. It does not intend, directly, to

train women to become leaders, or even to become better leaders than they already are. Rather it is based

on the assumption that knowing about women and leadership, that understanding the dynamics of power,

authority, and influence as they apply to women especially, will impact at some point in some way on

how leadership is exercised.

The assumptions of this course follow: 1) women have historically had less access to leadership roles than

have men; 2) the reasons for this diminished access are as varied as they are complex; 3) as a simple

matter of equity women should have greater access to leadership roles in the future than they have had in

the past; and 4) to the extent that leadership is concerned, women have at least some challenges that are

uniquely theirs.

Course Dates:

March 1 – April 30, 2013

Last day to enroll or drop without penalty: March 1, 2013

Site Director:

Please see your local Site Director or e-mail Carolyn Taylor at cataylor@ou.edu

Professor Contact Information:

Course Professor: Brenda Lloyd-Jones, Ph.D.

Mailing Address: University of Oklahoma

4205 E. 41 st Street 1J29

Tulsa, OK 74135

Telephone Number: 918-660-3483

FAX Number: 918-660-3361

E-mail Address: blloydjones@ou.edu

Virtual Office Hours: Tuesdays & Wednesdays 2 p.m. – 5 p.m. or by appointment

Professor availability: The professor will be available via e-mail to students during the above

listed Virtual Office Hours and other methods by arrangement.

Instructional Materials:

Course materials are posted on the OU Desire to Learn (D2L) system. Access D2L at http://learn.ou.edu;

enter your OU NetID (4+4) and password, and select course to access material. Please contact your local

Site Director if you require assistance.

Required Readings

These are required readings and are included in the course reading and writing assignments.

1. Eagly, A. H. and Carli L. (2007). Women and the labyrinth of leadership. Harvard Business

Review (USA), 1, 1-12.http://www.getinsidehealth.com/PageFiles/1086/R0709Cf2.pdf

2. Gregory, H. (2012). Gender barriers of women striving for a corporate office position: A

literature review. Advancing Women in Leadership Journal, 32, 1-44.


http://advancingwomen.com/awl/Vol32_2012/Gender%20barriers%20of%20women%20striving

%20for%20a%20corporate%20office%20position%20A%20LIterature%20Review.pdf

3. Moran, B. (1992). Gender differences in leadership. In Library Trends, Libraries and Librarians:

Meeting the Leadership Challenges of the 21st Century, 40, 475-49.

https://www.ideals.illinois.edu/bitstream/handle/2142/7791/librarytrendsv40i3h_opt.pdf?sequenc

e=1

4. Sharma, R., & Givens-Skeaton S. (2009). Ranking the top 100 firms according to gender

diversity,Advancing Women in Leadership Journal, 30, 1-14.

http://www.advancingwomen.com/awl/2010/RajnesshSharma_SusanGivens-Skeaton.pdf

Required Videos

The two videos that follow are required viewing:

1. Video: Why we have too few women leaders by Sheryl Sandberg

2. Video: Media’s Messages about Females by Jennifer Siebel Newson

OU E-Mail:

All official correspondence from distance learning instructors will be sent only to students’ ou.edu

address.

Online Learning Resource Center:

The Online Learning Resource Center of the University of Oklahoma’s College of Arts and Sciences

Online Program is here to serve you and assist you with any questions, problems, or concerns you may

have. For assistance go to http://casweb.ou.edu/olr/ or contact us by telephone at: (405) 325-5854 or

Email: casonline@ou.edu

Course Objectives:

We have a limited amount of time to cover the material essential to develop a theoretical understanding of

process and practice of leadership and a working knowledge of common themes relevant to women in

organizations. Given the time limitation, we will focus on becoming knowledgeable consumer of the

current research on leadership theories, practices, and issues in the context of women leaders in

organizations. To this end, we will aim to achieve the following objectives:

1. To review critically the literature concerning women and leadership

2. Go explore issues related to women’s ascension to leadership position in organization including

the dynamics of power, authority, and influence, being different, and social expectations;

3. To discuss issues related to women in leadership by drawing on the experiences of women

leaders in varied sectors and by focusing on critical concepts and research insights from

psychology, sociology, and business;

4. To examine the unique challenges, constraints, and opportunities that face women today;

5. To develop a deeper understanding of the experiences of women leaders in organizations; and

6. To identify and analyze commonalities and differences among women leaders examined in this

course.

Course Outline:

Unit 1 Evidence of Gendered Leadership

• Lesson 1 What are the findings of leadership in the context of gender?

o Reading: Gender Differences in Leadership (Moran,1992)

https://www.ideals.illinois.edu/bitstream/handle/2142/7791/librarytrendsv40i3h_

opt.pdf?sequence=1

• Lesson 2 What obstacles face women in leadership?

o Reading: Women and the Labyrinth of Leadership (Eagly & Carli, 2007)

http://www.getinsidehealth.com/PageFiles/1086/R0709Cf2.pdf

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• Lesson 3 What messages are provided for women who want to remain in the

workplace?

o Video: Why we have too few women leaders by Sheryl Sandberg

http://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_lead

ers.html

• Reflection Paper: Guidelines are provided in the “Assignment, Grading, and Due Dates”

section below. Assignment Due March 30, 2013

Unit 2 Critical Themes in Research on Women and Leadership

• Lesson 4 In what ways is disclosure part of the solution to gender inequity?

o Reading: Ranking the Top 100 Firms According to Gender Diversity (Sharma &

Givens-Skeaton, 2009)

http://www.advancingwomen.com/awl/2010/RajnesshSharma_SusanGivens-

Skeaton.pdf

• Lesson 5 How is structural discrimination evidenced in organizations?

o Reading: Gender barriers of women striving for a corporate office position: A

literature (Gregory, 2012).

http://advancingwomen.com/awl/Vol32_2012/Gender%20barriers%20of%20wo

men%20striving%20for%20a%20corporate%20office%20position%20A%20LIt

erature%20Review.pdf

• Lesson 6 How does media harm girls and boys and influence society’s perceptions of

females? What messages dominate?

o Video: Media’s Messages about Females by Jennifer Siebel Newson

http://www.youtube.com/watch?v=d77mMXahsME

• Reflection Paper: Guidelines are provided in the “Assignment, Grading, and Due Dates”

section below. Assignment Due April 30, 2013

Assignments, Grading, and Due Dates:

The primary goal of this course is learning. Students are expected to read assigned readings and be

familiar with its content.

1. Reading and writing assignments: As with courses taught in the traditional classroom format,

there will be required reading and writing assignments. Students are required to write and submit

two, 2-3 page reflection papers. 40%:

At the end of each month in the course, you will submit all of your work from each of the lessons

that comprise the unit work for that month. There are two unit project assignment due dates, one

for each of the units. Each unit includes four assignments. There are a total of two units (see the

course outline above). The lesson assignments are not necessarily cumulative but what you learn

in earlier units/lesson will need to be understood for later units/lessons

These project assignments are “open book” and “open notes.” They constitute 40% of your final

grade. Your completed work for each lesson must be uploaded to the D2L, webpage before

midnight on the due date. Any late papers will have one letter grade deducted from the score, so

you will want to plan ahead. You will not want to wait until 11:59 pm on the due date and then

discover your “computer crashed” or that you “have a stomach virus.” I strongly encourage you

to complete each lesson assignment before moving on to the next lesson, and turn your work in

early if at all possible.

2. Videos: After viewing videos, you will post responses (at least 10-12 sentences) to question(s) for

each video on D2L discussion board and respond to two other students. 20%

3. Reflection Papers: Weave together the above assigned readings and video presentation to identify

and discuss an issue specific to women leaders in organizations with which you connected. In this

2-3-paper, consider incorporating similar themes that were shared among the reading

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assignments, in addition to diverse solutions they offered. The paper should follow the

conventions of APA style. 40%

In general, you should complete one lesson each week to stay on track for the course.

Grading:

This course is graded Satisfactory or Unsatisfactory (S/U). A grade of S is equivalent to B or better.

Assignment Due Date Percent of Grade

Unit 1Readings March 30, 2013 20%

Unit 1Video March 30, 2013 10%

Unit 1 Reflection Paper March 30, 2013 20%

Unit 2 Readings April 30, 2013 20%

Unit 2 Video April 30, 2013 10%

Unit 2 Reflection Paper April 30, 2013 20%

NOTICE: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may

adversely impact Tuition Assistance and/or Financial Aid.

Incomplete Grade Policy:

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to

the instructor a “Petition for and Work to Remove an Incompleted Grade” form. An “I” can never be used

in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

Technical Support Information:

If you experience technical problems, contact Information Technology by visiting their website at:

http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

Important information you should know about online courses:

• To sign on to Desire2Learn (D2L), go to www.learn.ou.edu and log in using your 4+4 and your

OU network password (note that this is the same 4+4 and password that you use to access your

OU email). Once you are logged in, please look on the right-hand side for “My Courses,” locate

your course and click on it. Remember to check your course site on D2L every day.

• Students enrolled in online courses may be required to take the CAS student orientation in Desire

2 Learn. To take the orientation, sign-on to D2L and then click on “Self Registration” at the top

left corner of the page. Information about and instructions for the orientation can be found at

http://casweb.ou.edu/olr/public/students/orientation.htm

Course Materials are available at Follett/AP Bookstore. On this syllabus you will find a link to

the Follett Bookstore.

• If you need to drop or withdraw from a course, please contact your Site Director. You can drop a

course without a penalty up to the add/drop date. Courses dropped after the add/drop date may

result in a penalty.

• After the class has started, you can only withdraw from the course with the professor’s

permission; you will not receive a refund for your tuition. You can only drop without a penalty

after the add/drop date by providing proper documentation and receiving approval from the

Advanced Programs Theater Director. Provide this documentation to your Site Director.

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POLICIES AND NOTICES

Attendance/Grade Policy

Note: Attendance/absences do not apply to online courses. However, participation in all course activities is

extremely important to student success in online courses.

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc.

are valuable aspects of any course because much of the learning comes from discussions in class with other

students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or

military assignments. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in

getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition

cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline

is longer than what the University policy allows then you must adhere to the University policy.

Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or

he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the

following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the

education counselor at your local education center for a complete description of your TA or VA requirements.

Academic Honesty

Honesty is a fundamental precept in all academic activities and … [you] have a special obligation to observe the

highest standards of honesty. Academic misconduct in any form is inimical to the purposes and functions of the

University and is therefore unacceptable and is rigorously proscribed. Academic misconduct includes:

cheating (using unauthorized materials, information, or study aids in any academic exercise), plagiarism,

falsification of records, unauthorized possession of examinations, intimidation, and any and all other actions that

may improperly affect the evaluation of a student’s academic performance or achievement; assisting others in any

such act; or attempting to engage in such acts.

All acts of academic misconduct will be reported and adjudicated as prescribed by the student code of the University

of Oklahoma. All students should review the “Student’s Guide to Academic Integrity” found at

http://www.ou.edu/provost/integrity

Accommodation Statement

The College of Continuing Education [Advanced Programs] is committed to making its activities as accessible as

possible. For accommodations on the basis of disability, please contact your OU Site Director.

Course Policies

Advanced Programs policy is to order books in paperback if available. Courses, dates, and professors are subject to

change. Please check with your OU Site Director. Students should retain a copy of any assignments that are mailed

to the professor for the course.

Copyright

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and

the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about Advanced Programs, visit our website at: http://www.goou.ou.edu/

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Education

INSTRUCTOR VITA

Brenda Lloyd-Jones, Ph.D.

Ph.D., Educational Administration and Research with an emphasis on Leadership University of

Tulsa, Tulsa, OK

Current Positions

• Associate Professor, University of Oklahoma

• Associate Chair, Department of Human Relations

• Advanced Programs Professor

Frequently Taught Advanced Programs Courses

• Introduction to Graduate Study in Human Relations

• Leadership in Organizations

• Group Dynamics and Interpersonal Skills

• Diversity and Justice in Organizations

Major Areas of Teaching and Research Interest

My main research interest is in the field of leadership within the contexts of diversity, focusing on

race/ethnicity, gender, ability, and age/generation. My research interests also include the area of

community volunteerism and philanthropy. Finally, my current research interest centers on

women in higher-education administration and examines leadership paradigms and ways in which

leadership theories serve as guiding frameworks for identifying and selecting individuals to

occupy leadership positions.

Representative Publications

• Lloyd-Jones, B. (2012). Department Chair Leadership Skills, Journal of Educational

Administration, 50, 2, pp.245 – 248.

• Lloyd-Jones, B. (2011). Diversity in higher education administration: Leadership paradigms

reconsidered. In G. Jean-Marie & B. Lloyd-Jones (Eds.), Women of Color in Higher Education:

Changing directions and new perspectives, Volume 9, pp. 3-18. Diversity in Higher Education

Series. Emerald Groups Publishing.

• Lloyd-Jones, B. (2011). Examining the present status of women of color. In G. Jean-Marie & B.

Lloyd-Jones (Eds.), Women of Color in Higher Education: Changing directions and new

perspectives, Volume 9, pp. xxi-xxvii, Diversity in Higher Education Series. Emerald Groups

Publishing.

• Lloyd-Jones, B. & Jean-Marie, G. (2011) Epilogue. In G. Jean-Marie & B. Lloyd-Jones (Eds.),

Women of Color in Higher Education: Changing directions and new perspectives, Volume 9,

Diversity in Higher Education Series. Emerald Groups Publishing.

• Jean-Marie, G., Lloyd-Jones, B. (Eds.) (2011). Women of color in higher education: Turbulent

past, promising future, Volume 8, Diversity in Higher Education Series. Emerald Groups

Publishing.

• Jean-Marie, G., Lloyd-Jones, B. (Eds.) (2011). Women of color in higher education:

Contemporary perspectives and new directions, Volume 9, Diversity in Higher Education Series.

Emerald Groups Publishing.

• Lloyd-Jones, B., Bass, L. & Jean-Marie, G. (In press). Gender and workforce diversity. In M.

Byrd & C. Scott (Eds.), Workforce diversity: Current and emerging issues and case studies, Los

Angeles, CA: SAGE publishers.

• Lloyd-Jones, B. & Worley, J. (Accepted for publication). Intergenerational Tension in the

Workforce. In M. Byrd & C. Scott (Eds.), Workforce diversity: Current and emerging issues and

case studies, Los Angeles, CA: SAGE publishers.

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• Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: an

African American woman’s perspective. Advances in Developing Human Resources. CA: Sage.

• Lloyd-Jones, B., Worley, J., & C. Hellman, C. “Work-family conflict and volunteer turnover” (In

revision)

Representative Honors and Awards Received

• 2011 President Leadership Award for Community Engagement – University of Oklahoma, Tulsa

• 2011 Social Justice Honorable Mention Award – University of Oklahoma

Major Professional Affiliations

• American Education Research Association (AERA)

• Association for the Study of Higher Education (ASHE)

• Association for Women in Communication (AWC)

• Women in Educational Leadership (WEL)

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